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Growth of pre-service teachers’ knowledge and teaching ideas about decimals and fractions : The case of Vivi

Widjaja, Wanty and Stacey, Kaye 2009, Growth of pre-service teachers’ knowledge and teaching ideas about decimals and fractions : The case of Vivi, in MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009, MERGA, Palmerston North, N. Z., pp. 587-595.

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Title Growth of pre-service teachers’ knowledge and teaching ideas about decimals and fractions : The case of Vivi
Author(s) Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Stacey, Kaye
Conference name Mathematics Education Research Group of Australasia. Conference (32nd : 2009 : Wellington, New Zealand)
Conference location Wellington, N. Z.
Conference dates 5-9 July 2009
Title of proceedings MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009
Editor(s) Hunter, Roberta
Bicknell, Brenda
Burgess, Tim
Publication date 2009
Conference series Mathematics Education Research Group of Australasia Conference
Start page 587
End page 595
Total pages 9
Publisher MERGA
Place of publication Palmerston North, N. Z.
Keyword(s) decimals and fractions
misconceptions
pre-service teachers
case study
Summary This paper discussed and analysed the growth of one pre-service teachers’ knowledge about decimals and fractions during a teaching experiment. Evidence of her progress is based on responses to written test and interview questions. This case shows with probing questions and appropriate teaching ideas, it is possible for a pre-service teacher with initially weak and fragmented knowledge about decimals and fractions to develop a meaningful knowledge about decimals and fractions. The stronger conceptual base provided by use of a concrete representation of decimals enabled Vivi to move away from reliance on memorised facts and rules and towards conceptually based explanations of ideas.
ISBN 9781920846220
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930102 - Learner and Learning Processes
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2009, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048406

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Created: Mon, 17 Sep 2012, 17:27:56 EST by Wanty Widjaja

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.